Full Description
This book examines how social justice principles can transform English Language Teacher Education (ELTE) programmes in Latin America. It showcases both research and practical applications conducted with pre-service and in-service teachers across Latin America, including Brazil, Chile, Ecuador, Mexico, and Uruguay, offering practical strategies for educators, researchers, and policymakers to create more inclusive, relevant, and democratic teaching environments.
As English continues to expand as a global lingua franca and medium of instruction, educational systems face the challenge of developing ELTE programmes that promote and support context-sensitive pedagogies and critical understandings of education. This demands a departure from traditional paradigms towards more inclusive, diversified, and decolonised approaches. The chapters within this book address essential principles such as inclusion, relevance, and democracy, directly aligning with the United Nations' Sustainable Development Goals for 2030, particularly Goal 4, which advocates for quality education for all. By presenting case studies and evidence-based practices, this book provides a nuanced perspective on how social justice can be effectively incorporated into ELTE programmes.
Social Justice in English Language Teacher Education in Latin America is an invaluable resource for educators, researchers, and policymakers aiming to foster equitable and effective English language education. This book contributes to the advancement of global educational standards and practices. It was originally published as a special issue of Teachers and Teaching.
Contents
Introduction: social justice and language teacher education from Latin America 1. Social justice in English language learning in Ecuador: beliefs of indigenous higher education teachers and indigenous and mestizo student teachers 2. School and social educational vulnerability in Chile: Experiences and preparedness of novice teachers of English 3. Student teachers' knowledge production processes within socially just educational principles and practices in Brazil 4. Chilean EFL student teachers and social justice: ambiguity and uncertainties in understanding their professional pedagogical responsibility 5. Striving to cope: the quest for social justice in initial teacher education in Uruguay 6. The journey of a critical-oriented ELT curriculum and the identities of teacher educators: a collaborative and analytic autoethnography
